An evaluation of early childhood programs: the case of rural preschool programs

Abstract

Early childhood is a crucial phase in the construction of the individual. It is a period of rapid development that results in the acquisition of a range of skills on which future physical, neurological and psychological development will be based. Investments in early childhood are most effective when they begin as early as possible. This means starting with girls and boys at an early age to ensure that they benefit fully from educational opportunities and are well prepared for pregnancy and parenting later in life. The aim of this paper is to assess the impact of early childhood programs in the pre-school setting. The context chosen is that of public preschools in rural areas of Morocco. The study population is based on a non-probabilistic and purposive sampling of 1180 preschools distributed by: 10 regions of the Kingdom, 43 provinces and prefectures, 424 rural communes and 1180 villages. This work proposes a sequential methodology based on a conceptual analysis based on the SOR paradigm "Stimulus-Organism-Response", and an empirical methodology based on estimation by structural equations. Therefore, the results of this work confirm the existence of a positive and significant relationship between the components of the internal and external environment of the preschool program and the skills acquired by the beneficiaries of its programs. Consequently, the results argue for a generalization of preschool education in rural areas with support for public provision. Finally, it should be noted that policies to improve equitable access to quality preschool education in rural areas, particularly for girls aged 4 to 6, are very limited and, if they exist, are most often offered in traditional structures. To address these weaknesses, public and private actors need to expand the provision of quality preschool education that stimulates inclusion and sustainable outcomes. Providing preschool education to those currently excluded is considered an efficient and equitable investment.

Keywords: Preschool structures, Preschoolers, Structural Equations, S.O.R Paradigm, Acquired Skills.

JEL Classification: C1, C2.

Paper Type: Empirical Research